La razonabilidad contextual en problemas de áreas formulados por futuras maestras y maestros

  1. Josefa Perdomo-Díaz 1
  2. Diana Sosa-Martín 1
  3. Rut Almeida 1
  4. Paula Pérez 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Aldizkaria:
FPIEM: Formación del Profesorado e Investigación en Educación Matemática
  1. Camacho Machín, Matías (ed. lit.)
  2. Hernández Suárez, Víctor Manuel (ed. lit.)
  3. Garcia-Diaz, Alberto (ed. lit.)

ISSN: 1885-2912

Argitalpen urtea: 2023

Zenbakia: 15

Orrialdeak: 187-201

Mota: Artikulua

Beste argitalpen batzuk: FPIEM: Formación del Profesorado e Investigación en Educación Matemática

Laburpena

The incorporation of posing problems in the initial teacher training allows evaluating the mathematical knowledge of future teachers and identifying conceptual errors that need to be addressed (Cai and Hwang, 2020). This paper presents part of an exploratory study, carried out with students of the Teacher's Degree in Primary Education, whose objectives are, on the one hand, to analyze the contextual reasonableness, in terms of how realistic and practical the information is in real life given in the statement of the posed problems and in the expected response (Cankoy, 2014) and, on the other hand, to explore the different uses that students make of the numerical value from which they had to pose problems. A total of 575 problems posed by 193 undergraduate students were analyzed. The results show a high percentage of reasonable problems and those that are not reasonable from the point of view of the context, are related to the development of number sense and the sense of measurement.